Aim of this current study is to investigate how the personality of the teacher professionals effect on their job satisfaction. Ineducation teachers are the most significant and effective professions. Teaching being a nobleprofession, teachers can be considered as the pillars of the society as they lay the firm foundation for the futuredevelopment of students. The present study will be looking in to personality’seffect on the job satisfaction among preschool teachers, secondary schoolteachers and university lecturers. The study will be investigating therelationship between personality traits and the job satisfaction. And alsowhether up to which extent the teaching professional have the personalitytraits. It will also examine the relationship between teachers’ characteristicsand their personality traits. This specific study would be an exploratory studywith appropriate sample.
Many research have been done on teachers’personalities, and job satisfaction and past literature suggests apositive relationship between personality and job satisfaction. Yet notmany research have been conducted with secondary school teachers and universitylecturers together, also how these factors differ among teaching professionalsespecially in Sri Lankan context making the present study an exploratory study.This present study will also aid greatly in future when recruiting teachers andproviding enhancement programs in Sri Lanka.1. Judge, T.
A., Heller, D. & Mount, M.
K 2002“Five-Factor Model of Personality and Job Satisfaction: A Meta-Analysis” Journal of Applied Psychology. 87.530-541This meta-analysis study was conducted in order to gatheran overall idea of traits linking the five-factor model of personality togetherwith job satisfaction. In order to conduct this study the researchers usedalmost 1277 abstracts of articles with the help of Psych Info data base. Out ofthis 737 articles were obtained and identified to be articles linking jobsatisfaction with personality. The results of this meta-analytic studyproduced the results that Neuroticism (p=-0.29)to have the strongest negative correlation with job satisfaction followed byConscientiousness (p= .26).
Meta- analytic studies always have the ability to produce results thatare highly reliable due to the results being a combination and comparison withstudies done through a large period of time (1887-2000) and also with a largenumber of participants and findings. Though the present study will onlybe using teachers and lecturers as participants, the findings of this studywould be able to pave the way to what may be expected from the present study.Though this study holds a high reliability most meta-analytic studies sufferfrom limited ecological validity due to having many different samples andtherefore having discrepancies of inclusion and exclusion criteria. 2.
Pandey, N.S. and Kavitha, M. (2015) ‘Relationshipbetween Big Five Personality and Job Satisfaction of private high schoolteachers, in debauchery region: an empirical analysis’. International Journal of Economics and Social Sciences. 5(8); 245-253This study was conducted using a sample of 200 private highschool teachers in order to explore a relationship of their big fivepersonality together with their job satisfaction. The majority of the sampleincluded female teachers and the sample was selected through a convenient samplingmethod. With the use of the Big five inventory and Teachers Sense ofEfficacy the studies’ results suggested that a significant relationship wasseen between job satisfaction and extroversion, agreeableness andconscientiousness.
A negative relationship was concluded between jobsatisfaction and neuroticism. It was also seen that openness andjob satisfaction had no significant relationship within this sample of privatehigh school teachers. The present study will be conducted in order to identifywhether this same relationship or a different relationship will be seen in SriLankan teachers. Yet unlike this study conducted in India, the present studywill have a comparison between three categories of teachers in order tounderstand if the levels of teaching professions have an effect on therelationship between personality and job satisfaction. 3. Vorkapic, S.T.
(2013) ‘Importance of students’personality traits for their future work with preschool children’. Metodi?ki obzori. 2(8); 35-46.Through the identification of the importance personalitytraits ability to have a strong significant effect on the quality ofeducational work with children, this study aimed to analyze thepersonality traits of future preschool teachers. The study was conducted using64 students who were already enrolled in an Early and Preschool Care andEducation study program. The students were assessed with the Big Five Inventoryand the results suggested the sample had higher levels of extraversion,agreeableness and openness and very low levels of neuroticism.
The sampleconsisted of students from the first year and the second year and age rangesfrom 19 to 23 yet neither the generation nor age showed any significantcorrelation with their personality traits. This study helped the present studyinto understanding which types of personality traits are more popular withinpreschool teachers. This study identifies the importance ofidentifying the personality traits of teachers prior to appointing them to takecare and educate the younger generations. 4. Kappagoda, U. (2013) ‘The Relationship betweenprincipals’ Emotional Intelligence and Teachers’ Job Satisfaction: A Case ofNational School in Sri Lanka’With the emerging number of research being conducted in SriLanka a study done in 2013 in Sri Lanka assessed to explore the relationship betweenthe emotional intelligence of principals together with the job satisfaction ofteachers. A sample of 50 principals and 200 teachers who were employed innational schools were selected through a convenient sampling method. Theresearcher selected one principal and four teachers who worked under thatprincipal.
The majority of the principals were male whereas the majorityof the teachers were females. The results showed the emotional intelligence ofprincipals to have a high positive relationship with the job satisfaction ofteachers. The study concluded the importance of emotional intelligence inleadership in order to improve job satisfaction. As this study concentratedmainly on male teachers, the present study has its focus mainly on femaleteacher professionals in order to touch into a more balanced idea about the SriLankan education system. 5.
Ngimbudzi, F.W. (2009) ‘Job Satisfaction among secondaryschool teachers in Tanzania: The Case of Njombe District’.The study aimed at exploring and identifying factors thatwere associated with the job satisfaction of secondary school teachers. Asample of 162 secondary school teachers were selected for this study. Whenexplored under different categories of job satisfaction the study’s findingssuggested the teachers to be satisfied when referring to aspects of socialbenefits and meaningfulness of the job and support from administration yet theyindicated to be least satisfied with aspects that were under jobcharacteristics dimension. The results furthermore suggested that age,gender, school location and school type had a signification relationship withthe teachers’ job satisfaction yet their marital status, teaching experience,teaching type and promotional position showed no such significant relationshipwhen assess with all five core dimensions of job satisfaction.
This helped thepresent study to also focus more towards the dependent variable of jobsatisfaction rather than going too into depth into factors such as age, gender,marital status, etc.